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Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature.

Charles Sanders Peirce has been characterized as the greatest American philosophic genius. He is the creator of pragmatism and one of the founders of modern logic. James, Royce, Schroder, and Dewey have acknowledged their great indebtedness to him. A laboratory scientist, he made notable contributions to geodesy, astronomy, psychology, induction, probability, and scientific method. He introduced into modern philosophy the doctrine of scholastic realism, developed the concepts of chance, continuity, and objective law, and showed the philosophical significance of the theory (...) of signs and mathematical logic. The present series is the first published edition of his systematic works. (shrink)

In this imaginative and comprehensive study, Edward Casey, one of the most incisive interpreters of the Continental philosophical tradition, offers a philosophical history of the evolving conceptualizations of place and space in Western thought. Not merely a presentation of the ideas of other philosophers, _The Fate of Place_ is acutely sensitive to silences, absences, and missed opportunities in the complex history of philosophical approaches to space and place. A central theme is the increasing neglect of place in favor of space (...) from the seventh century A.D. onward, amounting to the virtual exclusion of place by the end of the eighteenth century. Casey begins with mythological and religious creation stories and the theories of Plato and Aristotle and then explores the heritage of Neoplatonic, medieval, and Renaissance speculations about space. He presents an impressive history of the birth of modern spatial conceptions in the writings of Newton, Descartes, Leibniz, and Kant and delineates the evolution of twentieth-century phenomenological approaches in the work of Husserl, Merleau-Ponty, Bachelard, and Heidegger. In the book's final section, Casey explores the postmodern theories of Foucault, Derrida, Tschumi, Deleuze and Guattari, and Irigaray. (shrink)

A fascinating exploration of the connections among science, art, and literature.

For those not yet acquainted with the work of this philosopher, this book provides a point of entry to his complex theories. For those more familiar with Deleuze, this collection should be useful in broadening their understanding of this influential thinker's journey in search of knowledge.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

This book is Dewey's most fully developed treatment of logic as the theory of Inquiry. It is a later work which reflects, in part, Dewey's readings of C.S. Peirce during the 1930's. -/- Reprinted in Series: The collected works of John Dewey / ed. by Jo Ann Boydston, 3,12.; The later works, 1925 - 1953, Vol. 12.

In The Fold Deleuze proposes a new and radical way of understanding philosophy and art.

Suggests an open system of psychological exploration to cut through accepted norms of morality, language, and politics.

This book, which presents Spinoza's main ideas in dictionary form, has as its subject the opposition between ethics and morality, and the link between ethical ...

Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.

The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. Unabridged reproduction of (...) the classic 1916 edition. (shrink)

IN THE winter and spring of 1031,1 was invited to give a series of ten lectures at Harvard University. The subject chosen was the Philosophy of Art; the lectures are the origin of the present volume. The Lectureship was founded in memory of William James and I esteem it a great honor to have this book associated even indirectly with his distinguished name. It is a pleasure, also, te recall, in connection with the lectures, the unvarying kindness and hospitality of (...) my colleagues in the department of philosophy at Harvard. I am somewhat embarrassed in an effort to acknowledge indebtedness to other writers on the subject. Some aspects of it may be inferred from authors mentioned or quoted in the text. I have read on the subject for many years, however, more or less widely in English literature, somewhat less in French and still less in German, and I have absorbed much from sources which I cannot now directly recall. Moreover, my obligations to a number of writers are much greater than might be gathered from allusions to them in the volume itself. My indebtedness to those who have helped me directly can be more easily stated. Dr. Joseph Ratner gave me a number of valuable references. Dr. Meyer Schapiro was good enough to read the twelfth and thirteenth chapters and to make suggestions which I have freely adopted. Irwin Edman read a large part of the book in manuscript and I owe much to his suggestions and criticism. Sidney Hook read many of the chapters, and their present form is largely the result of discussions with him; this statement is especially true of the chapters on criticism and the last chapter. My greatest indebtedness is to Dr. A. C. Barnes. The chaptershave been gone over one by one with him, and yet what I owe to his comments and suggestions on this account is but a small measure of my debt. I have had the benefit of con versations with him through a period of years, many of which occurred in the presence of the unrivaled collection of pictures he has assembled. The influence of these conversations, together with that of his books, has been a chief factor in shapingmy own thinking about the philosophy of esthetics. Whatever is sound in this volume is due more than I can say to the great educational work carried on in the Barnes Foundation. That work is of a pioneer quality comparable to the best that has been done in any field during the present generation, that of science not ex cepted. I should be glad to think of this volume as one phase of the widespread influence the Foundation is exercising. I am indebted to the Barnes Foundation for permission to reproduce a number of illustrations and to Barbara and Willard Morgan for the photographs from which the reproductions were made. J. D. (shrink)

First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

Arranged and integrated to reveal epistemology, phenomenology, theory of signs, other major topics.

"We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing what (...) is essentially good or valuable. Garrison weaves these threads of ancient wisdom into a critical analysis of John Dewey's writings that reveal an implicit theory of eros in reasoning, and the central importance of educating eros to seek "the Good." Chapters: Plato's Symposium: Eros, the Beautiful, and the Good • Care, Sympathy, and Community in Classroom Teaching: Feminist Reflections on the Expansive Self • Play-Doh, Poetry, and "Ethereal Things" • The Aesthetic Context of Inquiry and the Teachable Moment • The Education of Eros: Critical and Creative Value Appraisal • Teaching and the Logic of Moral Perception This book can be used in graduate courses in foundations, teacher education, philosophy of education, qualitative research, arts and education, language and literacy, and women and education. Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, VA. He is pastpresident of the John Dewey Society and a winner of the Society's Outstanding Achievement Award. (shrink)

"Sheriff’s text moves the "guess" to a new level of understanding, while integrating much of Peirce’s philosophy, and provokes many questions." —Society for the Advancement of American Philosophy Newletter "The purpose of Sheriff’s work is to expound Peirce’s unified theory of the universe—from cosmology to semiotic—and to discuss its ramifications for how we should live. He concludes that Peirce has given us a theory we can live with. The book makes an important contribution to philosophy of life and to the (...) humanities in general."—Nathan Houser "In clear and concise prose, Sheriff describes Peirce’s ‘theory of everything,’ a vision of cosmic and human meaning that offers a positive alternative to popular pessimistic and relativistic approaches to life and meaning." —Peirce Project Newsletter. (shrink)

In addition to being one of the greatest technical philosophers of the twentieth century, John Dewey was an educational innovator, a Progressive Era reformer, and one of America’s last great public intellectuals. Dewey’s insights into the problems of public education, immigration, the prospects for democratic government, and the relation of religious faith to science are as fresh today as when they were first published. His penetrating treatments of the nature and function of philosophy, the ethical and aesthetic dimensions of life, (...) and the role of inquiry in human experience are of increasing relevance at the turn of the 21st century. Based on the award-winning 37-volume critical edition of Dewey’s work, The Essential Dewey presents for the first time a collection of Dewey’s writings that is both manageable and comprehensive. The volume includes essays and book chapters that exhibit Dewey’s intellectual development over time; the selection represents his mature thinking on every major issue to which he turned his attention. Eleven part divisions cover: Dewey in Context; Reconstructing Philosophy; Evolutionary Naturalism; Pragmatic Metaphysics; Habit, Conduct, and Language; Meaning, Truth, and Inquiry; Valuation and Ethics; The Aims of Education; The Individual, the Community, and Democracy; Pragmatism and Culture: Science and Technology, Art and Religion; and Interpretations and Critiques. Taken as a whole, this collection provides unique access to Dewey’s understanding of the problems and prospects of human existence and of the philosophical enterprise. (shrink)

This is the third volume in Floyd Merrell's trilogy on semiotics focusing on Peirce's categories of Firstness, Secondness, and Thirdness. In this book the author argues that there are passageways linking the social sciences with the physical sciences, and signs with life processes. This is not a study of the semiotics of life, but rather of semiosis as a living process. Merrell attempts to articulate the links between thought that is rooted in that which can be quantified and thought that (...) resists quantification, namely that of the consciousness. As he writes in his preface, he is intent on `fusing the customary distinctions between life and non-life, mind and matter, self and other, appearance (fiction) and "reality,"... to reveal the everything that is is a sign.' In order to accomplish this goal, Peirce's terciary concept of the sign is crucial. Merrell begins by asking `What are signs that they may take on life-like processes, and what is life that it may know the sign processes that brought it - themselves - into existence?' In order to answer this question he examines semiotic theory, philosophical discourse, the life sciences, the mathematical sciences, and literary theory. He offers an original reading of Peirce's thought along with that of Prigogine and of many others. Following Sebeok, Merrell reminds us that `any and all investigation of nature and of the nature of signs and life must ultimately be semiotic in nature.'. (shrink)

Examines the philosophical foundations of Foucault's writings and discusses his views on knowledge, punishment, power, and subjectivation.